HOCKERILL ANGLO-EUROPEAN COLLEGE

CLIL WITHIN A GLOBAL CURRICULUM

Willink School – 27th February 2009

THESE ARE THE UNDERLYING PRINCIPLES WHICH GUIDE OUR PHILOSOPHY AS A LANGUAGE

COLLEGE:

•TEACH ENTIRELY THROUGH THE TARGET LANGUAGE

•OUR VARIETY OF PURPOSEFUL EXPERIENCES ABROAD

• OUR INNOVATIVE AND ENRICHING CURRICULUM

• OUR INTERNATIONAL ETHOS AND GLOBAL RESPONSIBILITY

Teacher

Student Student

THE OBJECTIVE OF TARGET LANGUAGE TEACHING

TRICKS OF THE TRADE

• USE COGNATES ( eg mémorisez, copiez, similaire)

• USE MIME• USE GESTICULATIONS• USE FLASHCARDS AND PICTURES• MAKE A TRANSPARENCY OF THE ACTIVITY

TO MAKE EXPLANATION OF ACTIVITY SIMPLER

• USE MODELS FROM STUDENTS WHO UNDERSTAND ACTIVITY

Being a Language College all students study two or three major world languages in Key Stage 4

French Mandarin

Spanish

Italian Portuguese

Japanese

German

We also have videoconferencing which opens up all sorts of curricular opportunities

Originally introduced within our Training School remit:

As a means of training of teachers – mainly through the link with Nottingham

To share good practice between ourselves and other schools within the TLO circuit

To enrich the curriculum through contact with other countries – France, Belgium, Romania

To celebrate the cultural diversity of our partner schools

To enable teachers to meet and plan ahead

Hockerill has two major projects overseas

In Romania• Where we have three contact schools all with videoconferencing facilities

which we have funded.

• We raise funds throughout the year – already £30,000 has been raised in 6 years - through activities organised by a students’ committee (discos, non-uniform days, music festivals, pop idol competitions, quizzes)

• We then take a group of sixth formers to the Iasi Special School ongoing project to renovate a school where conditions are poor and resources virtually non-existent

• Students spend the morning painting and working on the project and in the afternoon they go into classes to interact with the children

HOCKERILL STUDENTS IN IASI SPECIAL SCHOOL WITH STAFF, ROMANIAN PARTNERS

AND CHILDREN FROM SPECIAL SCHOOL SOME WHO ARE HIV POSITIVE - OCTOBER 2005

and in Rwanda

THE COLLEGE DE GISENYI NEAR THE D.R.C.BORDER

• 1200 are boarders – boarding fees are £30 a term – far beyond the means of most families. However, one of the better schools in Rwanda – it has windows! Over 60 students funded through Hockerill sponsors.

• Students are all bilingual – native language Kinyarwanda and French and many are also examined in English

• School specialises in Maths, the Sciences and Accountancy

• It has 20 computers provided by British Embassynow connected to internet through Hockerill funding

• Very keen on sport – football, volleyball, basketball, swimming and is one of the best in Rwanda. Hockerill has funded refurbishing of all pitches

OUR LASTING MEMORIES

RATIONALE FOR BILINGUAL TEACHING

• 75% OF THE WORLD IS BILINGUAL

• ONLY 6% OF THE WORLD SPEAKS ENGLISH AS A NATIVE LANGUAGE

• IT ENRICHES THE CURRICULUM

• IT IMPROVES LINGUISTIC SKILLS

LANGUAGES NEVER WAS OUR STRONG POINT

BUT EVERYONE SPEAKS ENGLISH

OR DO THEY?

KEY ISSUES WHEN SETTING UP A BILINGUAL SECTION

• Importance of having enthusiastic, energetic and accomplished language teachers

• Need for Senior Management support(eg better allocation of language lessons)

• Need for support across the curriculum• Need ideally to recruit teachers of key disciplines who are

competent in foreign language• Importance of convincing parents and students• Resourcing issues• Desirability to have partner school with same philosophy

OTHER QUESTIONS WHICH ARE ASKED

• Does one sacrifice another subject to allow for bilingual teaching?

• Will students be given more work and become more stressed than if they were in normal classes?

• Is it elitist and exclusive?• How do you present immersion to parents?• At what stage do you introduce immersion?• Are native speakers the ideal immersion teachers?

THE HISTORY OF THE HOCKERILL BILINGUAL SECTION

• (1) Started in September 1993• (2) First Bilingual Exchange in June 1995• (3) History and Geography taught in French

for the first time from September 1995• (4) First cohort on Work Experience in

France in February 1997• (5) First cohort take early GCSE – end of

Year 10 - in June 1997

• June 1998 – First cohort sits AS examination

• June 1998 – School gains Language College status

• September 1998 – History introduced to second bilingual group

• April 2000 – College gains Training School status

• June 2000 – First cohort sits IB examination• September 2000 – German Bilingual

Section opens

•June 2002 – Fifth cohort sits new AS level in Year 11

•June 2003 – Top Year 9 French Bilingual group and German Bilingual group sit early GCSE

•February 2004 – First German Bilingual cohort does Work Experience in Germany

•June 2004 – Year 10 French and German early entries sit AS two years in advance

•September 2004 – History and Geography taught to Second Bilingual group

• June 2005 - Certain students inYear 11 French and German sit A2 two years in advance

• June 2007 – Second Bilingual Group sits GCSE two years early

.June 2008 – Lowest groups take GCSE one year early. Two French and One German group sit AS in Year 10

September 2008 – Spanish into Key Stage 3 and Mandarin and Portuguese available in Year 11

HOW THE BILINGUAL SECTION FUNCTIONS AT HOCKERILL

2008-2009

Year 8Some History/Geography

in French/GermanBilingual Exchanges

/Study Visit

Year 9History and Geography

(FB1 & 2 and GB)Early GCSE for French 1 and 2

and German

Year 10Hist or Geog (F)Hist&Geog (G)

Work Experience in F/GGCSE (other groups)

AS(F1/2) and G)

Year 11AS(F2 and certain F1/G)

A2 (certain F1 and G)Mandarin/Portuguese

also introducedYears 12-13InternationalBaccalaureate

THE POSITION OF GERMAN

After much discussion with a new partner school in Münster it was agreed that a German Bilingual Section would

be launched in September 2000.

This group functions in an identical way to the top French Bilingual set.

Trips and Exchanges• Year 7 – 2 trips to France 1 to Germany(also Year 8)• Year 8 – Bilingual Exchanges(France/Germany)-top sets Second French set – study visit to France

Parallel Groups – optional study visit to La Coûme• Year 9 – Exchanges to Belgium and Germany

Year 10 –Work Experience + exchange(B/G) Spanish Exchange(Years 10 - 12)

Italian Exchange (Years 10-11) Japanese Exchange (Years 10-13)

• Year 12 – Exchange or visit with Work Experience to France Visit to Gisenyi (Rwanda)

– Exchange with Romania in its 12th Year

La Coûme

The College runs on average 25 trips and exchanges abroad a year

colegio San Jose,

Valladolid

Mallorca

Claviere

Features of the Bilingual Section

Undertaking to use Target Language throughout:

teacher to student, student to teacher, student to student using a variety of strategies

Vocabulary may be noted in both languagesFrench/German ambiance created (e g exercise

books from France/Germany)Bilingual Library set up(papers, magazines and

books) and drama area created, video/DVD library

BENEFITS OF BILINGUAL EDUCATION

Has a tremendous impact on standard of languageDoes not have an adverse effect on progress in

those disciplines studied in FLGreatly improves powers of concentrationProduces confident, articulate linguistsGives students a sense of pride and achievementAttracts the attention of the media and the outside

world and helps to market the school

RECENT DEVELOPMENTS Bilingual Humanities in German Early GCSE entries in Year 9 followed by AS and A2 in 10 and 11 Developments with Bilingual Section in Liège – exchanges and videoconferencing Extension of Bilingual Section to include

modules in Science and Maths through French and German

Bilingual Music in German started in 2008 Development of French base at La Coûme with Years 7, 8, 10 and 13 including videoconferencing Development of Global link with Rwanda and India

with visits and whole College involvement

FUTURE OF BILINGUAL SECTION

Positive impact of Language College re-designation with second specialism

Extension of bilingual work into Year 8 and to include science modules in Year 9

Possible creation of a Spanish Bilingual SectionContinued staffing and resourcing issuesFurther marketing and links with other immersion

schemes such as Liège, Rwanda and India